IB School Authorization and Evaluation Visits

png;base6430fcc42363720e9aSo I’ve just spent some more time in Singapore with the IB, this time training for SVTL and Consultant Training. (school team leader for authorization, verification and evaluation visits.) It’s amazing how small the IB world or the International education world really is; of the seven people in the MYP workshop, there was only one person I had not met or worked with before.

Rationale for the training:
To develop regional IB Educator capacity to support the work of School Services in the region.


  • develop our understanding of the consultation process, authorization and evaluation processes
  • develop our understanding of the requirements at authorization and evaluation
  • develop our understanding of the IT systems involved in our processes
  • develop our understanding of logistics of consultation, verification and evaluation visits

We spent a lot of time going over and unpacking the IB Standards and Practices for programme evaluation and the biggest ‘hint’ or piece of advice that I came away from this training was that everything really comes down to the Standards and Practices, if it is not in the S&Ps then it is not a requirement. eg: The Standards and Practices outline the need for a Library for students but do not articulate the number of books needed, nor the role of a Librarian and thus there is no requirement for a minimum number of books nor is their any requirement to even have a Librarian, as long as the school meets the standards then the school is meeting the standards, an STVM or STVL cannot go outside of those boundaries in terms of advice, recommendations or commendations. (or matters to be addressed)

Example Action Plan

Standard B2: Resources and support

Objective (Standard) Action Evidence of achievement
B2.10 – The school is planning for concurrency of learning (see regulations in MYP coordinators handbook section D1.6) Revise their school schedule so that lang B subjs are year long Revised schedule demonstrating that all subject groups provide teaching and learning in lang B that is sustained throughout each year of the programme.
B2.12 – Resources to supervise and coordinate the personal project have been allocated or planned. Plan to or allocate resources (PP supervisor/coordinator) Statement of resources allocated for the coordination and supervision of the personal project, with detail of the aim of the resources.

Notice that the action and evidence are exactly meeting the requirements of the standards, there is no discussion of how much or no assessing of the quality of the resources, just that there is resources allocated.


There are four main policies that a school must have that the IB School Team Visitors will look at; Language, Academic Honesty, Special Education Needs and Assessment. Again, they always refer to the specifically to the S&Ps. (an evaluation team is not judging the quality of the policies, only that a school has them).

Policy Group 1
Language Policy
The school has developed and implements a language policy that is consistent with IB expectations. (Fang/Aurora)
The documented language policy includes (as applicable):

  • the school language philosophy
  • the school does not have a language profile
  • support for mother tongues
  • support for students who are not proficient in the language of instruction
  • learning of the host country or regional language and culture
  • reflection of needs of students in language A and B course offerings
  • the school does not strategies to support all teachers in their contribution to the language development of
Academic Honesty Policy

The school has developed and implements an academic honesty policy that is consistent with IB expectations.


  • Documented policy on academic honesty.
  • Policy does not included explanation of a monitoring process(es.)
  • There are resources to support the policy (student guides, specific training, etc.).
Special Needs Policy
The school has developed and implements a special educational needs policy that is consistent with IB expectations and with the school’s admissions policy.



  • Documented policy on the support given to special educational needs within the school student body.
  • The special educational needs policy includes services provided, staff responsible, entry identification procedures and exit support structures.


  • There are resources to support the policy (special needs teacher, training, etc.).
Assessment Policy
The school has developed and implements an assessment policy that is consistent with IB expectations.
Documented assessment policy that includes:

  • a philosophy of assessment that supports student learning
  • common practices in using the MYP assessment criteria and determining achievement levels
  • common practices in recording and reporting MYP assessment
  • frequency of formative and summative assessment
  • how the school will combine MYP assessment with national requirements (where applicable).

In summary, this was excellent professional development for me and my school and with our upcoming 3-programme and combined Evaluation visit very timely and useful.

overview of the authorization processmindmapthe report


About Pak Liam

Living, teaching and traveling in Asia.
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One Response to IB School Authorization and Evaluation Visits

  1. Pingback: IB School Authorization and Evaluation Visits | MYP @ Global Jaya ... | MYP | Scoop.it

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